混合方法说明教师的创伤感知态度和实践
Beth S Russell1, Mackenzie N Wink1, Morica Hutchison1
1Department of Human Development & Family Sciences, University of Connecticut, 348 Mansfield Avenue, U-1058, 06269- 1058 Storrs, CT USA.
Journal of child & adolescent trauma
|June 28, 2024
概括
实施创伤信息干预的教师表现出更好的课堂实践. 支持系统和理解学生-教师关系是他们成功管理受童年创伤影响的教室的关键.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 创伤研究 创伤研究
背景情况:
- 童年创伤对社会情感发展和学业成绩产生重大影响.
- 有关创伤的实践和积极的课堂环境对于支持儿童的康复至关重要.
- "渴望,连接,壮成长" (ACT) 干预措施的目标是针对遭受创伤的K-8学生的社会情感能力和弹性.
研究的目的:
- 检查教师实施ACT创伤知情干预的经验.
- 评估教师的创伤敏感性,态度和课堂实践的变化.
- 确定影响创伤信息教育成功实施的因素.
主要方法:
- 对教师采访和观察的定性分析.
- 对教师自我报告和观察到的创伤敏感性的定量评估.
- 临床医生对教师课堂环境的评价.
- 这项研究涉及来自一个贫困的城市小学的17名教师.
主要成果:
- 随着时间的推移,教师们在态度和创伤信息的课堂反应中表现出了显著的积极变化.
- 实施的成功取决于教师获得的支持水平.
- 学生与教师的关系和教师的个人经历影响了实践的采用.
结论:
- 在创伤信息化实践中教师的专业发展可以带来更好的课堂环境.
- 持续支持和解决教师的情感经历对于有效的创伤教育至关重要.
- 了解教师观点和课堂动态之间的相互作用是成功进行创伤信息化干预的关键.
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